Transformations

While teachers had experienced ‘project intensives,’ and witnessed the empowerment of students first hand, they were lacking a framework to help implement project-based experiences in a remote environment and within their curriculum. They were hoping to build out a training that helped empower their leaders to support staff, while also providing teachers with the tools to re-structure units of study to be integrated and project-based. 

TEC worked closely with the leadership team to develop a comprehensive training starting with a kick-off session to spark interest; a deep dive of synchronous/asynchronous sessions with 20 members of staff; and a ‘hackathon’ to equip the remainder of staff with the tools to transition units to dynamic, integrated, community based project experiences.  

Hear about the transformation from from Jose Rivera, the Learning Activator.  

We trained a cross-disciplinary 10th grade team over the course of 6 months to lead an inquiry-based learning experience for students. Coached each team member in the implementation of the experience based on their performance goals according to the ’12 shifts for student-centered environments.’ 

Wide community impact as inquiry- based experiences were scaled across other grade levels. Instructional coaches on campus gained new tools to build experiences and support teachers. GPA also developed partnerships with the community, including a retired pair of theatre directors who helped support student led teams in putting on a play. (pictured below) 

Developed a combination of workshops, online training and coaching for over 100 teachers organization wide. Implementation groups across campuses combined in a collaborative learning community to develop their capacities and lead teacher teams in project- based experiences.

Lacking a comprehensive background in project- based learning, VTC leadership reached out to TEC to create trainings for program managers across its campuses.

TEC developed individualized trainings that were part online and part in person for VTC programs leaders across over 20 campuses. TEC also worked with VTC to create a comprehensive handbook, FAQ document and website for PBL delivery in the organization. 

Vocational Training Curriculum and modules have been merged and integrated across departments including engineering, hospitality, business and design to create more real world opportunities for students with industry partners in Hong Kong. 

Teachers lacked training in developing holistic learning experiences, especially in a blended/ hybrid environment created by CoVid-19.  They also wanted to expand the pedagogy started at two of their project-based learning schools to all schools in the district. 

TEC developed a distinct online training that begin with webinar sessions to ignite and interest teachers, and then a series of DEEP DIVES for students to co-develop culturally relevant, holistic project based experiences in small teams. Instructional coaches and mentors worked with Kyle to support teachers and develop training materials and capacity for the rest of the staff. 

Teachers report a greater feeling of efficacy as well as confidence to lead independent, self-directed learning with their students. The district has formulated key community partnerships, and in cooperation with key stakeholders, is using the training to scale best instructional practices across the district. 

While CIS maintained a strong, family atmosphere, teachers rarely taught and planned together. Subjects were taught in isolation, with students attending several classes each day. And while there was a strong focus on academic curriculum, they had fewer opportunities to engage with the community, go deeper into learning, and become active citizens.

Working closely with the leadership team, inclusive of multiple stakeholders across the school, Kyle and TEC developed a cross-disciplinary ‘project week’ to help introduce the tenets of project based learning to students and staff. Each grade level planned an engaging project, from planetary colonization, to improving sustainability on campus. Building off this success, Kyle worked with the team to integrate PBL more fluidly into the timetable and curriculum. Forming ‘PBL Leads’ and ‘Subject Coordinators,’ Kyle has helped these teacher teams develop a scope and sequence for projects; graduate profile; and shift from subject based focus, to topical/ thematic studies. 

Teachers have commented on the greater feelings of congeniality with staff, and positive engagement they see in students. Students now exhibit work regularly, and build community connections for their cross-disciplinary projects. Teachers now team together and integrate content fluidly within each experience.